International Postgraduate Students and their Perceptions of the Effectiveness and Value of Personal and Professional Development Modules

  • School: Nottingham Business School
  • Starting: 2019
  • Funding: UK student / EU student (non-UK) / International student (non-EU) / Self-funded


The aim of this investigation would be to support academic staff tasked with the development of postgraduate personal and professional development- both inside and outside of the formal classroom environment. We wish to understand the effectiveness of current taught modules that focus solely on post graduate student CPD. We wish to understand how our international cohorts perceive the effectiveness and value of these modules. We wish to analyse and evaluate the type of developments made by students who undertake these modules. For example, do these modules positively correlate with an improvement in student employability and academic performance? Do these type of modules translate to the different cultural traditions that our students come from? Are they therefore applicable, are they sensitive to the different cultural needs of students from a range of cultural backgrounds? The study could take either a qualitative or a quantitative approach. Moreover, candidates wishing to engage in a project of this nature will have access to a relevant research sample, supported by senior academics, with ethical approval from the Schools ethics committee.


Baker, K. L., Perkins, J., & Darren, P. M. (2014). International Students and their Personal Development Planning. Active Learning in Higher Education, 15(2), 129-143.

Hall, G., & Wai-Ching Sing, T. (2009). Mind the Gap? A case-study of the differing perceptions of international students and their lecturers on postgraduate business programmes. International Journal of Management Education, 8(1), 53-62.

Jackson, N., & Ward, R. (2004). A fresh perspective on progress files- a way of representing complex learning and achievement in higher education. Assessment & Evaluation in Higher Education, 29(4), 423-449.

Monks, K., Conway, E., & Ni Dhuigneain, M. (2006). Integrating personal development and career planning. Active Learning in Higher Education, 7(1), 73-86.


Dr Claudia M. Bordogna

Entry qualifications

An applicant for admission to read for a PhD should normally hold a first or upper second class honours degree of a UK university or an equivalent qualification, or a lower second class honours degree with a Master's degree at Merit level of a UK university or an equivalent qualification.

International students will also need to meet the English language requirements - IELTS 6.5 (with minimum sub-scores of 6.0). Applicants who have taken a higher degree at a UK university are normally exempt from the English language requirements. A research proposal (between 1,000 and a maximum of 2,000 words) must be submitted as part of the application.

For more information please visit the NTU Doctoral School – Research Degrees webpages.

How to apply

Applications are accepted all year round.

Download an application form here.
Please make sure you take a look at our application guidance notes before making your application.

Further information on how to apply can be found on this page.

Fees and funding

This is a self-funded PhD opportunity.

Guidance and support

Find out about guidance and support for PhD students.

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Claudia M. Bordogna